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Nils Peterson

Dave's Educational Blog - 0 views

davecormier.com/edblog

learning_community education WSUCTLT ePortfolio

shared by Nils Peterson on 30 Aug 10 - Cached
  • If all of our students are remembering the same things, the things that they learned for their standards test, the collaborative work between those students will only differ insofar as they have lived different lives OUTSIDE of school. In this sense, the education system plays NO part whatsoever in contributing to the creative economy.
    • Nils Peterson
      Nils Peterson on 30 Aug 10
       
      Recalling Bransford and the amout of time in our lives we are learning vs the amount of time in school
  • Nils Peterson on 30 Aug 10
     
    portfolio implications: In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process. This community acts as th
Theron DesRosier

The Learning in Informal and Formal Environments (LIFE) Center » Blog Archive... - 0 views

life-slc.org/?p=498

Bransford 21st century learning skills

shared by Theron DesRosier on 03 Mar 09 - Cached
  • Theron DesRosier on 03 Mar 09
     
    In 2004, the LIFE Center and the Center for Multicultural Education at the University of Washington established the LIFE Diversity Panel. The Panel's goal was to summarize important principles that educational practitioners, policy makers, and researchers can use to build upon the learning that occurs in the homes and community cultures of students from diverse groups. We are pleased to announce the culmination of this two year consensus process. On May 11th, 2007, the centers released the consensus report produced by the LIFE Diversity Panel called Learning In and Out of School in Diverse Environments: Life-Long, Life-Wide, and Life-Deep. A major assumption of this report is that if educators make use of the informal learning that occurs in the homes and communities of students, the achievement gap between marginalized students and mainstream students can be reduced.
S Spaeth

MIT Press Journals - International Journal of Learning and Media - Full Text - 0 views

www.mitpressjournals.org/...ijlm.2009.0005

pbj ALT assessment co-development

shared by S Spaeth on 22 May 09 - Cached
  • Howard GardnerHobbs Professor of Cognition and Education, Project Zero, Harvard Graduate School of Education
  • As shown in table 1, we will be cognizant throughout of who the learners are, where they learn, how they learn, what are the principal curricula, and how competences are purveyed via the media of the time. The grid itself contains generalizations about the past and present, and speculation about the future, thus providing a broad portrait of changes over time. While we do not discuss each entry in the grid, we hope that it aids in thinking about learning in formal and informal settings.
  • Uniform schooling reflects both fairness and efficiency. It appears fair to treat all children in the same way; and it is also efficient, given classes of 20, 30, or even 60 charges in one room, sometimes arrayed by age, sometimes decidedly heterogeneous in composition.
  • ...6 more annotations...
  • It would be an exaggeration to claim that formal education takes place without attention to what has been learned about the processes of successful learning, such as insights into student motivation, study habits, strategies, metacognition, and other approaches obtained from experience, or, more recently and systematically, from the psychological and cognitive sciences. But it would probably be accurate to say that such accumulated knowledge is used only spottily and sporadically in most parts of the world. Education—teaching and learning—changes very slowly.
  • Yet, nowhere are these ideas dominant. Indeed, until today, one might say that the European classroom models of the 19th century continue to hold sway: Teachers give out information, students are expected to master it with little help, and the awards of the culture during the years of school go to those who can crack the various literate and disciplinary codes.
  • One strategy might involve formal education playing a role in informal learning spaces (perhaps on the analogy of teaching hospitals), and learners' out-of-school passions finding a validating place in formal educational arenas.
  • NDM's vast resources, including the provision of many activities in which the user assumes a formative role, can complement constructivist approaches to education. As noted above, a motivated learner can investigate a wide variety of personal interests on his or her own.
  • At this point in time, deeply constructivist classrooms remain few and far between despite evidence that hands-on, problem-solving approaches in the classroom result in higher levels of student engagement, conceptual thinking, knowledge transfer, and retention (Scardamalia, Bereiter, and Lamon 1994; Bransford et al. 1999; Hmelo-Silver 2004; Meier 1995; Project Zero and Reggio Children 2001; Sizer 1984). But in an environment of “No Child Left Behind” and standardized tests linked to federal funding, the implementation of constructivist principles in the classroom can be considered a risky enterprise for public schools.
  • A web-based project at MIT, for instance, paired French language students with peers in France learning to speak English, and provided students an authentic opportunity to practice their language skills, learn online communication skills, and negotiate the implicit guidelines of a different culture (Cultura 2007).
  • S Spaeth on 22 May 09
     
    In this article we argue that, after millennia of considering education (learning and teaching) chiefly in one way, we may well have reached a set of tipping points: Going forward, learning may be far more individualized, far more in the hands (and the minds) of the learner, and far more interactive than ever before. This constitutes a paradox: As the digital era progresses, learning may be at once more individual (contoured to a person's own style, proclivities, and interests) yet more social (involving networking, group work, the wisdom of crowds, etc.). How these seemingly contradictory directions are addressed impacts the future complexion of learning.
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